M.Ed. / Please refer to full text to view abstract

The present study has a threefold purpose. First, it will attempt to investigate whether the presentation of the bogus group norm is effective to exert influence on an individual subject to modify his original response in the direction of the norm. Secondly, it will investigate relationships between the subject's level of test anxiety and his conformity behavior in the simple judgmental situation. Thirdly, it will further explore whether test anxiety, as measured by a questionnaire, and low self-esteem, as measured by feelings of personal inadequacy, are comparable constructs.

Thirty-seven volunteers participated in a study examining the effects of sedative music on test anxiety in college students. The experimental group used sedative music with progressive muscle relaxation and a suggestion of imagery before the scheduled hour of a final examination. The control group had self selected relaxation with no music. Baseline measurements were taken in blood pressure and pulse rates. These measurements were repeated and an anxiety inventory was administered before and after treatment. Results indicated no significant differences between the two groups in the physiological measurements. Verbal report from the anxiety inventory gave significant results at the .05 level.

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The present study examined the nature of test anxiety from a cross-cultural perspective, with a specific reference to children in the Indian culture. In particular, the present study investigated the role of intra-individual variables (fear, anxiety, depression, and somatization) and extra-individual variables (activities schedule, consequences of failure, perceived parental expectations and involvement and parental expectations and involvement) in predicting test anxiety. A culturally sensitive methodology consistent with Berry's imposed etic-emic-derived etic approach was adopted wherein a combination of qualitative and quantitative data was examined. A sample of 231 children from government, government-aided, and private schools participated in the study. Qualitative data was collected using focus groups and open-ended questions and provided an enriched understanding of the manifestation of test anxiety and its correlates in a sample of school going children in India. Quantitative data was collected from translated and adapted western questionnaires and surveys that tapped intra-individual and extra-individual variables examined in the current investigation. Overall, the qualitative data indicated that social derogation and somatization were salient aspects of the phenomenological experience; while high stakes exams, authoritarian parenting styles, and poverty, were significant contextual factors related to test anxiety in Indian children. Quantitative data suggested that somatization was correlated to test anxiety and predicted test anxiety above and beyond other intra-individual variables. However, among the extra-individual variables, only consequences of exam failure and perceived parental expectations were correlated with test anxiety and these did not predict test anxiety above and beyond the intra-individual variables. Limitations and suggestions for future research are discussed. / Ph. D.

Sarason has demonstrated that a model who discloses anxiety about performing on tests and at the same time outlines successful tactics for coping with this anxiety has a facilitative effect on the learning performance of high test anxious subjects. The effectiveness of the above model was determined with high test anxious female subjects who were psychologically stressed at the time that they observed the model. Using the number of correct responses per trial and the number of trials to criterion in a serial list learning task as a dependent measure. A 2 (stress - high and low) x 3 (model instruction order) x 16 (trials) analysis of variance failed to demonstrate the effectiveness of the videotape model on the learning performance regardless of whether the model was observed under conditions of stress, or prior to the stress manipulation. Assessment of the stress manipulation using groups who performed without the opportunity to observe a model indicated that the combination of ego-involving instructions plus later negative feedback to the subject about her performance midway through the task was effective, in that performance of high stress subjects later in the study was inferior to low stress subjects. Partial support was seen for earlier studies which indicated that evaluative instructions negatively affected high test anxious subjects. Some methodological differences between Sarason's 1975 study and the present study were discussed as possible sources of explanations of the differential results between the two studies. Future affects of research regarding the examination of the components of the stress manipulation, the use of live versus videotaped models, etc. were outlined. / Ph. D.

The purposes of the present investigation were (1) to determine whether systematic desensitization could be administered in a group setting, (2) to evaluate the stability of any reductions in test-anxiety which resulted from group desensitization, and (3) to make recommendations for counseling research and practice which were warranted by the results of the investigation.

This study examined the effects of test anxiety reduction strategies on U.S. Air Force allied health care students and had a fourfold purpose. The first was to estimate the extent of student test anxiety in allied health care students. The second was to determine the predictors of student test anxiety. The third was to determine if the Student Learning Center provides an effective method of reducing test anxiety in the subjects. The final purpose was to recommend areas for future research.